Word spelling in monolingual and bilingual children with developmental language disorder.
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| Title: | Word spelling in monolingual and bilingual children with developmental language disorder. |
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| Authors: | de Bree, Elise H. (AUTHOR), Bliekendaal, Wendy (AUTHOR), van den Boer, Madelon (AUTHOR) |
| Source: | Journal of Research in Reading. May2025, Vol. 48 Issue 2, p119-130. 12p. |
| Subjects: | Language disorders, Oral communication, Children's language, Spelling ability, Bilingualism |
| Abstract: | Background: Children with developmental language disorder (DLD) are reported to have word spelling difficulties. These findings concern monolingual children with DLD; little is known about bilingual children with DLD. We examined word spelling abilities of bilingual children with DLD to determine if bilingualism is an additional risk factor for spelling problems. Methods: We compared word spelling outcomes of monolingual (n = 87) and bilingual children with DLD (n = 51), who attended upper elementary years (Grade 5 or 6) of special education for children with DLD. Spelling measures obtained were a standardised curriculum‐based word spelling task, an experimental dictation task and word spelling in short written texts. Results: Outcomes on the curriculum‐based spelling test established that both the monolingual and bilingual groups of children with DLD on average showed a spelling delay. Results on this test, as well as those of the experimental dictation task and the writing task, did not indicate differences between the monolingual and bilingual groups with DLD, even when lower oral language outcomes of bilingual children in the school language were controlled for. Conclusions: The results indicate that DLD is a risk factor for word spelling difficulties while bilingualism is not. Highlights: What is already known about this topicMany children with DLD show poorer literacy outcomes than their peers in general.Word spelling is an area of difficulty for monolingual children with DLD. What this paper addsWe included both monolingual and bilingual children with DLD attending special education.Both groups showed spelling delays on three different spelling measures.The groups did not differ from each other on each of these tasks, even though the bilingual DLD group showed lower vocabulary and grammar outcomes in the school language. Implications for theory, policy or practiceOur findings indicate that DLD is a risk factor for poor word spelling, but bilingualism is not.This implies that spelling problems in bilingual children with DLD should not be attributed to their bilingualism. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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